Why Don’t We Count Zero?: Understanding Number Lines

On the surface, the number line appears to be a straightforward tool; however, using it is not always intuitive for students.

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Publication Details

Journal
Mathematics Teacher Learning and Teaching PK-12
Published
2024-09-01
DOI
https://doi.org/10.5951/mtlt.2023.0222
Primary Topic
History and Theory of Mathematics
Type
article
Field-Weighted Citation Impact
0.00
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article

Why Don’t We Count Zero?: Understanding Number Lines

Seanyelle L. Yagi, Linda C. Venenciano
Mathematics Teacher Learning and Teaching PK-12
History and Theory of Mathematics
article

Why Don’t We Count Zero?: Understanding Number Lines

Seanyelle L. Yagi, Linda C. Venenciano
article en

Abstract

On the surface, the number line appears to be a straightforward tool; however, using it is not always intuitive for students.

Mathematics Teacher Learning and Teaching PK-12Vol. 117(9)
University of Hawaiʻi at Mānoa (US), Pacific University (US)
Openalex Percentile: Top 82%
History and Theory of Mathematics
DOISourceOpenAlex
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Why Don’t We Count Zero?: Understanding Number Lines — Seanyelle L. Yagi, Linda C. Venenciano · Mathematics Teacher Learning and Teaching PK-12 (2024) | TGRS Research Map | TGRS